Um estudo exploratório sobre a formação conceitual em geometria de alunos do ensino médio
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Data
2008-02-27
Autores
Proença, Marcelo Carlos de [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
O objetivo da pesquisa foi analisar o conhecimento declarativo de alunos do ensino médio sobre polígnos e poliedros em termos de seus atributos difinidores, das relações subordinadas e supra-ordenadas e de seus exemplos e não-exemplos. A concepção teórica utilizada foi o modelo de formação de conceitos de Klausmeier e Goodwin (1977). Os participantes foram 253 alunos do ensino de uma escola de rede oficial pública de ensino de Bauru, que responderam, na primeira fase, um questionário, uma prova matemática, um testes de atributos definidores, um teste de exemplos e não-exemplos e um teste de relações subordinadas e supra-ordenadas. Na segunda fase, foram selecionados, aleatoriamente, três alunos com média abaixo de cinco pontos e três alunos com média igual ou superior a cinco pontos para participarem de uma entrevista. Os resultados coletados na primeira fase, analisados quantitativamente, mostram que no teste de atributos definidores a nota média foi de 6,03, sendo que não houve diferença significativa entre as séries (p=0,084). No teste de exemplos e não-exemplos a nota média 5,59 refletiu o desempenho dos participantes e não foram encontradas diferenças significativas entre as séries (p=0,057). Em relação ao teste de relações subordinadas e supra-ordenadas a nota média dos participantes foi 5,64, sendo que a nota média obtida pela primeira série diferiu significativamente da nota média obtida pela terceira série (p=0,024). Em relação aos dados da segunda fase, analisados qualitativamente, alguns participantes pensavam, de maneira equivocada, sobre os atributos definidores de polígnos e de poliedros. Os atributos irrelevantes não interferiam na identificação das figuras selecionadas do teste de exemplos e não-exemplos como exemplos polígnos.
The objective of this reseach was to analyse the declarative konowledge of students from Elementary School Teaching about polygons and polyhedrons in terms of their defining atributes, the subordinate relations and supraordinate and their examples and no-exemples. The theoretical conception used was the model of formation from Klausmeier and Goodwin (1977)'s concepts. The participants were 253 students from Elementary School Teaching of one school of the Oficial Public Network from Bauru, who answered, in the first phase one questionnaire, one math test, one test of defining attributes, one test of examples and no-examples and one test of subordinate relations and supraordinate. In the second phase, three students were randomly selected with the average below five points and three students with equal average or higher to five points who participated in an interview. The collected results in the first phase, quantitatively analysed, showed that in the test of defining attributes, the average grade was 6,03, so there was no significative difference among the series (p=0,084). In the test of examples and no-examples the average grade 5,59 reflected the performance of the participants and no significative differences were found among the series (p=0,057). In the relation to the test of subordinate relations ans supraordinate the average grade of the participants was 5,64, so the average obtained by the first grade had no significative difference from the average obtained by the third grade (p=0,024). In relation to the data of the second phase, qualitativety analysed, some participants thought wrongly about the defining attributes of polygons and polyhedrons. The irrelevants attributes did not interfere in the identification of the selected pictures of the test of examples and no-examples as polygons examples.
The objective of this reseach was to analyse the declarative konowledge of students from Elementary School Teaching about polygons and polyhedrons in terms of their defining atributes, the subordinate relations and supraordinate and their examples and no-exemples. The theoretical conception used was the model of formation from Klausmeier and Goodwin (1977)'s concepts. The participants were 253 students from Elementary School Teaching of one school of the Oficial Public Network from Bauru, who answered, in the first phase one questionnaire, one math test, one test of defining attributes, one test of examples and no-examples and one test of subordinate relations and supraordinate. In the second phase, three students were randomly selected with the average below five points and three students with equal average or higher to five points who participated in an interview. The collected results in the first phase, quantitatively analysed, showed that in the test of defining attributes, the average grade was 6,03, so there was no significative difference among the series (p=0,084). In the test of examples and no-examples the average grade 5,59 reflected the performance of the participants and no significative differences were found among the series (p=0,057). In the relation to the test of subordinate relations ans supraordinate the average grade of the participants was 5,64, so the average obtained by the first grade had no significative difference from the average obtained by the third grade (p=0,024). In relation to the data of the second phase, qualitativety analysed, some participants thought wrongly about the defining attributes of polygons and polyhedrons. The irrelevants attributes did not interfere in the identification of the selected pictures of the test of examples and no-examples as polygons examples.
Descrição
Palavras-chave
Geometria - Ensino, Conceitos geometricos, Polígonos, Poliedros, Geometry teaching, Geometrical concepts, Polygons, Polyhedrons, Conceptual formation
Como citar
PROENÇA, Marcelo Carlos de. Um estudo exploratório sobre a formação conceitual em geometria de alunos do ensino médio. 2008. 200 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Ciências, 2008.